Transformative Learning Experiences of International Graduate Students from Africa

This article examines factors that influence transformative learning experiences of international graduate students from Africa. In general, 84.8% of the participants experienced transformative learning while 15.2% reported no transformative experiences. For those who experienced transformative learning, 26.1% of the transformative experiences were associated with education, 28.3% by non-education, and 30.4% were by both education and non-education. Follow-up interviews were conducted from 12 participants who were randomly selected to ensure representations across gender, age group, country of origin, and program of study. They identified classroom activities, faculty support, and learning a new language as the educational transformative learning, and factors related to new life experiences, as non-educational. Field notes and reflection journals were utilized to triangulate data to support these methods. Data analysis and results of the study indicate that participants experienced transformative learning through both educational and non-educational related activities

Pre-service Teachers’ Perceptions towards Multicultural Education and Teaching of Culturally and Linguistically Diverse Learners

In this study the authors investigated 80 pre-service teachers about their perception towards multicultural education and teaching of culturally and linguistically underrepresented diverse students. Participants completed a modified version of the Diversity Orientations Survey. First, results show that the majority of pre-service teachers largely agreed for the need for the inclusion of multicultural education to teacher education program with regards to teaching linguistically culturally diverse students. Second, participants indicate lack of awareness with regards to understanding of multicultural education in terms of cultural awareness in the teaching of special needs students. This paper conceptualizes pre-service teacher’s perceptions towards multicultural education in general and discusses the teaching of culturally, linguistically and underrepresented diverse learners in K-12 schools. The authors propose reforms in the curriculum of teacher education preparation programs in colleges of education of inclusion of comprehensive multicultural education course at each level of education

Why eurocentric literacy measures may be creating the illusion that black students are underperforming.

Many have written about the apparent ongoing ‘achievement gap’ between young Black and White students, but in new research Patriann Smith and colleagues write that this ‘gap’ may not give a true picture of Black students’ literacy

Navigating multiple worlds of Ghanaian-born immigrant adolescent girls in US urban schools

African immigrant populations are among the fastest growing immigrant populations in the United States, yet they are understudied and are invisible immigrant group in the educational literature, particularly, in the context of educational discourses in the United States urban schools. Drawing on Phelan et al.’s multiple worlds model, we analyzed individual and focus group interviews of forty students, thirty-six parents, and twelve teachers from two schools. Findings showed that Ghanaian-born immigrant students undergo several complex transitional paradigms combining two worlds (school and home) of Ghanaian culture, past educational experiences, family values, and adapting to new school environments to achieve success in American educational systems. In addition, they faced racial and ethnic discrimination and stereotypes from peers, which negatively impacted their academic progress and social adjustments in school. The authors recommend that teachers should establish new ways of understanding the multiple worlds of African-born adolescent immigrant girls by accounting for their culturally diverse ways of navigating their worlds of school, peers, and families to achieve academic success in US schools

Factors that Promote Transformative Learning Experiences of International Graduat-Level learners

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Factors that Promote Transformative Learning Experiences of International Graduate-Level Learners

The purpose of this study was to examine factors that promote the transformative learning experiences of international graduate-level learners. This study was conducted to analyze how international graduate students experience transformative learning through educational and non-educational experiences. Identification of factors unique to international graduate students could enhance the curriculum in American universities addressing the learning needs of international graduate students. Participants included international graduate students from Africa, Asia, Europe, and Latin America in the two Colleges of Arts and Sciences and Engineering. Mezirow’s theory of transformative learning (1978) was used as the theoretical framework for this study. A paper version of the modified Learning Activities Survey instrument was used to collect data for this study. A pilot study was conducted to establish the integrity of the data collection methods, evaluate the viability of the interviews, and assess the performance of the modified instrument for data collection. Of the 560 surveys that were distributed, 421 of them were completed and returned. Overall, 79.6% of the participants reported that they had experienced transformative learning while 20.4% reported that they had not experienced transformative learning. Among participants who experienced transformative learning, 32.3% of the transformative experiences were associated with education, 29.4% reported both educational and non-educational transformative learning experiences, while 17.9% were non-education. Nine participants who experienced transformative learning were selected for follow-up interviews. These individuals were randomly selected to ensure representation across gender, age group, continent of birth, and college. This group identified classroom activities as the educational transformative learning and factors related to major life changes as non-educational. The majority of the participants experienced transformative learning as a result of both educational and non-educational experiences. The categories from the open-ended response questions were similar to the educational and non-educational factors (mentoring, classroom discussions, new life experiences). This research demonstrated that classroom discussions, mentoring, and major life changes emerged as the major factors across all three data sets

Trends of Blended Learning in K-12 Schools: Challenges and Possibilities

Blended learning is a well-known and successful instructional model used in higher education and K-12 schools (International Association for K-12 Online Learning, 2012; Watson, 2012). It is estimated that about 37 percent of school districts in the United States had students enrolled in technology-supported distance education courses during the 2004/2005 school year (Zandberg & Lewis, 2008). An increased student population, coupled with the need to reduce educational costs, has led to a high demand for virtual instruction (Watson, 2010). One strongly supported method is blended learning (Watson, 2010). Blended learning is a hybrid of traditional face-to-face and online learning in which instruction occurs through both classroom and online formats, with the online component being a natural extension of traditional classroom learning (Colis & Moonen, 2001). As such, the process may involve a combination of instructional technology formats (e.g., videotape, CD-ROM, Web-based training, film) and face-to-face instructor-led instruction (Driscoll, 2002). Despite its hybrid nature and the potential it holds for transforming classroom instruction, to date, little research exists that examines trends in blended learning and the challenges and possibilities of utilizing this method of instructional delivery at the K-12 level. Further, even less is known about best practices in K-12 blended learning and instruction (Ferdig, et al., 2009). Given these considerations, in this chapter, the authors first explore trends in blended learning in K-12 schools. Subsequently, they examine the benefits and challenges of K-12 blended learning. In the final phases of the chapter, the authors highlight possible solutions to the challenges, discuss recommendation, and identify directions for future research

Critical Multicultural Citizenship Education among Black Immigrant Youth: Factors and Challenges

This study uses qualitative interviews with 18 participants across five states to examine the factors that promote enhancement of critical multicultural education for Black immigrant youth. Findings suggest that class discussion, influence of social media and technology, non-educational practices, and cultural and language differences are the leading factors that promote the advancement of critical multicultural citizenship education for participants. Participants utilized these factors to navigate the democratic education and the role of transnational identification. Findings support the need for teachers and educators to understand the cultures and best practices for teaching immigrant youth

Consolidating Commonalities in Language and Literacy to Inform Policy: Bridging Research Cultures in the Multilingual English-Speaking Caribbean

This chapter demonstrates how literacy and language planning and policy (LPP) research may be consolidated to inform recommendations for local language policy development and pedagogical literacy instruction in the English-speaking Caribbean region. To achieve this goal, we first identify patterns in literacy research across countries and contexts in the English-speaking Caribbean region, noting assumptions underlying the literature. We then discuss the ways in which language use evolved in one of these English-speaking Caribbean countries, noting the impact of historical and global forces. In presenting St. Lucia as a critical case where Language Planning and Policy (LPP) research, and particularly, the ways in which the historical epochs in which this research has been undertaken influenced the evolution of language use in the country, we identify strategic, epistemological and macro sociopolitical insights emanating from our discussions of language use in this Majority World nation